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Hello, I'm a Technology teacher in Spain. I like working in Erasmus + Projects. I think that PBL can help me to improve my teaching skills.

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I think that PBL places students in the centre of the learning process promoting critical thinking, cooperation and collaboration. Could be that our students and us are accustomed to work following a regular pattern feeling comfortable with the typical way of teaching and get stressed when things change, but I think that is worth the effort to try PBL in the classroom.

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Reflections on my current teaching practice

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Reflections on my current teaching practice

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I try to do students-centered learning but I think that most of the time it’s really teacher-centered learning, mainly when I’m explaining theoretical concepts or ideas.

I teach technology so my students build projects about materials, mechanisms, electricity, ICT but it’s not a real PBL jet because I can’t achieve a real implication of my students. I want to learn techniques to apply PBL in the classroom in a more effective way.

I also teach a group of students in order to prevent their early school leaving and help them to finish secondary school. With this group I work in a school garden and I’m open to apply new methodologies. I teach them a Science and Maths field of knowledge that involve many subjects.

Students like working in a different way, a way that they will find in their future job. They will need to collaborate with partner and they must learn how to do this at school.

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I'm a Technology teacher in Spain. I like working in Erasmus + Projects.

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I teach a group of 30 students in grade 9th and 10th. We follow a Program to Improve Learning and Performance (PMAR in Spanish, Programa de Mejora del Aprendizaje y del Rendimiento).This is part of the actions that Spain is taking in order to reduce the rates of early school leaving, according to the Europe 2020 targets.

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Five key components:

1. Real-World Connection

2. Core of Learning

3. Structured Collaboration

4. Student Driven

5. Multifaceted Assessment

The most challenging for me is how to motivate my students to make them active learners. Now I’m teaching mainly students who are close to early school leaving so I try to do world connected activities. It’s difficult to achieve collaboration and they don’t take the initiative because they are accustomed to be passive learners. It’s important planning the activity in advance to define the core of learning and how are you going to do the assessment but it’s difficult to progress step by step from the beginning till the end of the activity dragging them through all the process.

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Students working together in a project. When they are working this way time flies.

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Four questions you should ask yourself to know if our learning activities are truly collaborative or not.

1. Do your students have shared responsibility for tasks?
2. Are your students required to work in pairs or groups most lessons?
3. Do your students have to make substantive decisions when working together (decisions that will impact the result of their joint work)?
4. Is the students' work interdependent of each other (in other words can they only succeed together)?
I can answer "yes" to these four questions when my students are working in the workshop in a project and they are really involved, but this is not easy to achieve. They normally want to start working without planning what to do and how to do it. They must enjoy the process, not only the final product.

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Effective Collaboration for PBL inside the Classroom

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Effective Collaboration for PBL inside the Classroom

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Students with general difficulties with science and maths, maintain a school garden. They learn biology, physics, chemistry and ICT through the project "Our school garden is an ecosystem", in order to keep plants alive.

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Finding collaboration partners outside the classroom

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Finding collaboration partners outside the classroom

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Since 2014 our school is involved in Erasmus + projects and many years before in eTwinning projects and we understand the importance of collaboration outside the school.We collaborate with the Youth Department of our city, organizing activities together and offering advice in different issues. Once a year, normally in May, our students go to the education studies university to chat with university students about all the activities that we have done during the school year. Now, we are involved in a new action about “Role Models”, people who are a guide for our students due to different situations such as, paralympic athletes, relevant scientist, people who work protecting the environment... and chat with our students to offer their life experiences. Finally, we are aware of the importance of alumni in our structure to scaffold new students with successful alumni, not only in a professional career but mainly in life and society.

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Hello, use the following shortened URL to find my design:
https://v.gd/JRhGWZ

My project will be a School Garden maintained with students with general difficulties with science and maths. They learn biology, physics, chemistry and ICT through the project "Our school garden is an ecosystem".

I'm starting with Designer-Learning tool. This project will last the whole school year and will have many activities but it's only a beginning...

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I was a vocational training student and teachers suggested that I should go to university to study engineering. I thought that it would be too difficult for me and I would fail, but they have confidence that I will succeed and encouraged me. Finally I became and engineer and now I try to encourage my students to pass their glass ceiling.

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"Reverse Brainstorming" exercise!.
As teachers we can weaken our student's confidence and independence underlying mistakes, offering them boring activities, giving chances to succeed only to the best students, offering only teacher-center activities, punishing creativity and innovation. Doing these we will increase early school leaving rates.

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Really interesting. To develop an entrepreneurial mindset, I recommend you this video:
https://www.youtube.com/watch?v=HK1mVSAULoI
An this activity:
https://www.thinglink.com/scene/793873584106766337

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.

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Embedding assessment throughout the project

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Embedding assessment throughout the project

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1. Build assessment into the project flow.

2. Build in chances for self and group assessment.

3. End project with a product or performance.

4. Present work to an audience beyond the class.

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Using peer assessment students provide feedback to their peers. They formatively assess others work, helping them to improve it, and at the same time also improving their own work.
The Ladder of Feedback is a useful tool to help us structure peer assessment with our students.

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Creating & Using Rubrics for PBL Assessment

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Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselves especially well for PBL because they can capture a complex range of criteria in an organized and clear way.